Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

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Education at a Glance

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Becoming Critical: education, knowledge and action research

The need for research in engineering education research to guide and inform the curriculum is reflected in the literature, much of which focuses on how to prepare graduates for the world of work. Yet, despite an increasing interest in the use of research informed teaching, many engineering colleagues continue to look at each cohort collectively, with little attention given to diversity or individuality. One of the reasons for this may be difficulties in sampling, with no choice but to use a particular university population as a sampling framework, it can be difficult for colleagues to focus on the experiences of one particular demographic group. Moreover, there is little doubt that the complexity of social-science sampling, combined with the fact that students tend to make less predictable research subjects than do the scientific variables engineers usually work with, it is not surprising that many engineering colleagues find the language and culture of social science research methodology difficult.

Equality & Equity: Effecting a Paradigm Shift in Engineering Education through Pedagogical Research

This paper aimed at (i) identifying the expectations, drivers, and barriers for the teaching and learning in Industry 4.0 (I4.0), and (ii) verifying how they contribute to the knowledge management (KM) in I4.0. For that, we carried out an exploratory, qualitative study in which we collected data through semi-structured interviews with 21 graduate students who coursed an I4.0 48-hour subject in an Industrial Engineering graduate programme. In the content analysis of these data, we framed the identified commonalities according to the four main KM activities: creation, retrieval, transfer, and application. We identified four main drivers, expectations and barriers for teaching and learning I4.0. Results also indicated that those expectations, drivers, and barriers might be related to each other, concurrently affecting more than one KM activity. These results supported the formulation of four propositions for future theory testing and validation, raising the awareness of instructors and lecturers regarding those aspects. 

Teaching and learning of industry 4.0: expectations, drivers, and barriers from a knowledge management perspective

In 21st century Africa, advocating for excellence and relevance in education has brought a significant change in engineering education (EE). Though, EE have not recorded much success in its achievement in African engineering institutions, as this may be connected to shortage of learning facilities, poor assessment of curriculum programmes, and lack of institutional support. With much debate on accomplishing excellence and relevance in EE, African EE are far from attaining the position of 21st century engineers; hence the crux of this paper. This paper was guided by Lev Vygotsky’s social constructivism theory, focusing on learning mainly takes place in social and cultural settings, rather than only an individual. This paper takes a look at the broad concepts of excellence and relevance in EE. Specifically, it explores how these concepts can shape EE and the role it plays in shaping EE, as well as its implications for the 21st century Africa. Thus, to address these gaps, recommendations such as evaluation of alternative teaching strategies, revived faculty and students’ collaborations, reconstructing engineering curriculum plus courses, rejuvenated EE advisory boards as well as inventing multi-disciplinary symposiums for 21st century skills were advocated.

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Excellence and Relevance in Engineering Education in 21st Century Africa

Engineering education is the job of teaching the engineering skills and principles practical practice. It is also one of African education systems' most important engines and pillars, as well as a key factor in maintaining social growth and development. But despite how important engineering education is for the African continent as a whole, there is still a serious problem in applying practice to most of the things taught to engineering students on the continent. It may be true that nothing is more practical than a good theory but it is important to put a good theory into practice for the growth of engineering education in Africa, but it is never easy. Moreover, in recent times engineering education in Africa remains unresponsive to today's workplace demands imposed on engineering graduates. A number of studies and cross-examinations were conducted with the objective of suggesting effective ways and methods by which African engineering education can be responsive and match other established continents on earth. Despite these efforts of numerous writers, scholars and researchers in the field of critical engineering education in Africa, much remains to be desired, as on the continent education in engineering remains largely unresponsive to the realities of today. Thus, this study suggests and explores that practice theory can be used as an alternative path to achieving responsiveness in African engineering education. Ultimately, the study concludes that the interweaving of theory with practice becomes much closer to achieving responsiveness than the norm for engineering education in Africa. This can be accomplished by offering class lessons, tutorials, assignments, and exams that are more genuine, realistic, and practical, i.e., resembling more real-life issues, and that background should in most cases be aligned with real-life situations.

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Theory of Practice as Alternative Pathway for Responsiveness in Engineering Education in Africa

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The Future of Engineering Education in South Africa

Engineers play a vital role in any country's development, contributing to and facilitating initiatives that drive economic growth, enhance infrastructures and inspire innovation essential for human survival. Research is an integral part of engineering and engineering education all over the world. Innovation essential for a country’s growth would hardly be possible without research. There are various components of research and this study explores the role of pure and applied research as the focal point of research in engineering education. Pure and applied research are essential components of progress and growth in any economy and a vital aspect of engineering education in higher institutions all over the world. Research plays the vital role of equipping students, graduates and academia with the knowledge and skills necessary for initiating, nurturing and advancing innovation and upgrading existing systems. Both types of research foster knowledge advancement and practical problem solving which reflects the core of engineering in any society seeking consistent technological progress. This study explores both forms of research and evaluates their relevance to today’s academia.

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Pure and Applied Research as the Epicenter of Research in Engineering Education

The education system in Africa is generally deficient and fraught with challenges, and engineering education is not left out. For Africa to achieve economic growth and development, many of its fundamental problems have to be addressed, including those plaguing the education sector. Additionally, the concepts, pedagogy, ideology and methodologies inherent in engineering education in Africa have to be revised and realigned with the developmental needs and goals of African countries. Elements of Africa’s ideologies, concepts and culture have to be incorporated into the engineering curriculum for easier assimilation and practical application. This study assesses the current situation inherent in engineering education in Africa, recommends solutions to some of the conceptual, structural and functional problems of engineering education and suggests ways of effectively internalising engineering education across Africa.

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Kehdinga George Fomunyam

Papers

Excellence and Relevance in Engineering Education in 21st Century Africa

Theory of Practice as Alternative Pathway for Responsiveness in Engineering Education in Africa

The Future of Engineering Education in South Africa

Pure and Applied Research as the Epicenter of Research in Engineering Education

Internalising Engineering Education in Africa